Whose English Counts? Indigenous English in Saskatchewan schools
Drawing on the body of North American literature related to English dialect-speaking Indigenous students schooled in majority group classrooms, this commentary paper explores two aspects of institutional racism at work in Saskatchewan schools: (a) the disproportionate representation of First Nations...
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Faculty of Education, McGill University
2008
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Online Access: | http://id.erudit.org/iderudit/019570ar https://doi.org/10.7202/019570ar |
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fterudit:oai:erudit.org:019570ar 2023-05-15T16:16:17+02:00 Whose English Counts? Indigenous English in Saskatchewan schools Sterzuk, Andrea 2008 http://id.erudit.org/iderudit/019570ar https://doi.org/10.7202/019570ar en eng Faculty of Education, McGill University Érudit McGill Journal of Education vol. 43 no. 1 (2008) http://id.erudit.org/iderudit/019570ar doi:10.7202/019570ar Copyright © Faculty of Education, McGill University, 2008 text 2008 fterudit https://doi.org/10.7202/019570ar 2022-09-24T23:13:26Z Drawing on the body of North American literature related to English dialect-speaking Indigenous students schooled in majority group classrooms, this commentary paper explores two aspects of institutional racism at work in Saskatchewan schools: (a) the disproportionate representation of First Nations and Metis students in remedial language and speech programs and (b) the relationship and power imbalance between differences in home and school English varieties and educational attainment. En se basant sur le corpus des textes nord-américains qui traitent des élèves amérindiens parlant un dialecte anglais dans des classes où ils sont minoritaires, le présent article étudie deux aspects du racisme institutionnel qui existe dans les écoles de la Saskatchewan : (a) Le pourcentage disproportionné d’élèves autochtones et métis dans les programmes de rééducation du langage et de la parole et (b) les déséquilibres entre les variétés d’anglais parlées à l’école et à la maison et les conséquences sur la réussite scolaire. Text First Nations Érudit.org (Université Montréal) McGill Journal of Education 43 1 9 19 |
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English |
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Drawing on the body of North American literature related to English dialect-speaking Indigenous students schooled in majority group classrooms, this commentary paper explores two aspects of institutional racism at work in Saskatchewan schools: (a) the disproportionate representation of First Nations and Metis students in remedial language and speech programs and (b) the relationship and power imbalance between differences in home and school English varieties and educational attainment. En se basant sur le corpus des textes nord-américains qui traitent des élèves amérindiens parlant un dialecte anglais dans des classes où ils sont minoritaires, le présent article étudie deux aspects du racisme institutionnel qui existe dans les écoles de la Saskatchewan : (a) Le pourcentage disproportionné d’élèves autochtones et métis dans les programmes de rééducation du langage et de la parole et (b) les déséquilibres entre les variétés d’anglais parlées à l’école et à la maison et les conséquences sur la réussite scolaire. |
format |
Text |
author |
Sterzuk, Andrea |
spellingShingle |
Sterzuk, Andrea Whose English Counts? Indigenous English in Saskatchewan schools |
author_facet |
Sterzuk, Andrea |
author_sort |
Sterzuk, Andrea |
title |
Whose English Counts? Indigenous English in Saskatchewan schools |
title_short |
Whose English Counts? Indigenous English in Saskatchewan schools |
title_full |
Whose English Counts? Indigenous English in Saskatchewan schools |
title_fullStr |
Whose English Counts? Indigenous English in Saskatchewan schools |
title_full_unstemmed |
Whose English Counts? Indigenous English in Saskatchewan schools |
title_sort |
whose english counts? indigenous english in saskatchewan schools |
publisher |
Faculty of Education, McGill University |
publishDate |
2008 |
url |
http://id.erudit.org/iderudit/019570ar https://doi.org/10.7202/019570ar |
genre |
First Nations |
genre_facet |
First Nations |
op_relation |
McGill Journal of Education vol. 43 no. 1 (2008) http://id.erudit.org/iderudit/019570ar doi:10.7202/019570ar |
op_rights |
Copyright © Faculty of Education, McGill University, 2008 |
op_doi |
https://doi.org/10.7202/019570ar |
container_title |
McGill Journal of Education |
container_volume |
43 |
container_issue |
1 |
container_start_page |
9 |
op_container_end_page |
19 |
_version_ |
1766002134216605696 |